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ASEAN Journal of Community Engagement

Abstract

An increasing number of universities are integrating service-learning (SL) to fulfill their social mission. However, sustainable institutionalization of SL remains a persistent challenge. This study identifies and analyzes the factors, actors, and strategies that drive and inhibit SL institutionalization in higher education. Using the PRISMA 2020 guidelines, a systematic literature review analyzed 52 documents from seven academic databases (including WoS, Scopus, and ERIC). The findings were grouped into three sections: cultural (integration into institutional values/missions), process (articulation within teaching, research, and outreach), and structural dimensions (dedicated support entities). The results obtained reveal a reciprocal relationship where cultural alignment enables processual and structural integration. Structurally, the creation of specialized units and joint committees is important for resource mobilization and intra/inter-institutional management. On the other hand, major barriers remain to persist, namely, culturally, through paternalistic approaches and lack of a shared vision; processually, due to unstable internal funding and absent formal faculty recognition; and structurally, due to uncoordinated administrative frameworks and support units lacking decision-making power. The study concludes that institutionalization is a non-linear process requiring universities to move toward a comprehensive transformation rooted in their local contexts. To guarantee sustainability, it emphasizes the need to cultivate genuine reciprocity with communities, integrating SL across the curriculum, and equitably recognizing SL alongside traditional research in faculty evaluations. Finally, broadening training to all stakeholders and establishing stable financial management are essential to consolidate this cultural shift and fulfill the university’s mandate of authentic social responsibility.

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